Relationship Between Teacher Feedback Type and Learner Grammatical Accuracy in Online Language Learning Environments in South Africa
DOI:
https://doi.org/10.47604/ijl.3643Keywords:
ELN (English Language Novels), Disaffection, Precolonial, Colonial, Postcolonial, Indigenous, Communal.Abstract
Purpose: To aim of the study was to analyze the relationship between teacher feedback type and learner grammatical accuracy in online language learning environments in South Africa.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: Studies on online language learning in South Africa generally show that the type of teacher feedback significantly influences learner grammatical accuracy. Direct corrective feedback (where the teacher supplies the correct form) produces faster short-term improvement, while indirect feedback (highlighting errors without correction) leads to deeper long-term accuracy because learners actively self-edit. Metalinguistic feedback delivered through comments, audio notes, or annotated documents is particularly effective in virtual platforms since it explains rules and reduces repeated errors. Automated platform feedback alone improves surface errors but is less effective than teacher-mediated explanations.
Unique Contribution to Theory, Practice and Policy: Sociocultural theory, noticing hypothesis & interaction hypothesis may be used to anchor future studies on the relationship between teacher feedback type and learner grammatical accuracy in online language learning environments in South Africa. Language instructors should adopt blended feedback strategies that combine direct correction with explanations and guided self-correction activities. Higher education institutions should establish minimum standards for online language feedback, including response timelines, explanatory comments, and opportunities for revision.
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